Abstract

PurposeBased on social exchange theory, this study aimed to investigate, from the cost-benefits perspective, the intention to co-create open educational resources.Design/Methodology/ApproachParticipants in the study included 311 undergraduate students selected from those enrolled in a course on the China University MOOC platform. Regression analysis was conducted to examine cost and benefits factors that influenced participants’ intentions to co-create OER.Findings From the perspective of benefits, expected reciprocity, increase in knowledge self-efficacy, and creative self-efficacy were found to significantly and positively impact the intention to co-create OER, while increase in internet self-efficacy was not. From the perspective of cost, perceived effort and perceived privacy were found to significantly and negatively impact the intention to co-create OER, while perceived intellectual property risks were not significant.Originality/ValueThree strategies are recommended to promote the intention to co-create OER based on the findings of this study: focusing on OER communities and developing reciprocity norms; popularizing and promoting knowledge and use of Creative Commons copyright licenses; providing easy-to-use online resource editing tools for use with OER repositories.Research Limitations/ImplicationsFuture research should explore other ages, cultural backgrounds, and types of online learning experience to help broaden the universality of the results.